5. Lily prefers dumplings to noodles.

Step Ⅲ Part 2

This activity provides reading and writing practice using the target language.

Read the instructions to the students.

Ask, what is the subject of this email?

Whom is it from? and Who wrote the email? Ask three students to answer the questions.

Please read the email silently now. Try to tell me what Lingling wants to know about you/her pen pal after reading it.

Pick out the questions that Lingling asks in her email. Then let the students read the email for a while. After all of them have finished reading, ask someone to tell me what Lingling wants to know about her pen pal. Write the questions that Lingling asks in the email on the blackboard:

　(1) What language would you like to learn?

　(2) What kinds of music do you like?

　(3) What kinds of food do you prefer?

　(4) Have you ever seen an Indian film?

　(5) What kinds of films do you prefer?

After that ask some questions about lingling to see if they understood the email.

　(1) What language might lingling like to learn some?

　(2) Why is Lingling in Hong Kong now?

　(3) Which city does Lingling prefer, Hong Kong or Shanghai?

　(4) What did she do last night?

　(5) What kind of music does she prefer?

ect.

Ask as many questions as possible if time permits. Try to make it clear what the students couldn’t understand about the email by asking them to answer the questions, and give them some explanation where necessary, especially the new vocabulary.

Teach the new vocabulary by giving example sentences and asking the children to make up more sentences with them.

For example, teach honest like this:

Honest is used to describe someone who doesn’t lie. For example, Amy is an honest girl. (Tell the students to use an before honest.)We should be honest. Who can make up more sentences with honest now? Let a few students say their sentences out to the class.

Do the same with the other new words.

Ask one student to read the email. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class. Ask all the students to read the email aloud once.

Next tell the students to write the reply to Lingling. Say, you are Lingling’s pen pal now. Please write a reply to Lingling now. Look at the questions on the blackboard. Your email should include all the answers of the five questions. Write in the form of a letter.

Ask students to complete the work on their own. After they all have finished the letter, ask a few students to read their replies to the class. Answers will vary, but note to check if they include details of about the same length as the email they are replying to.

Step Ⅳ Just for Fun!

This activity provides reading and speaking practice with the target language.

Ask all the students to read the sentence in the picture together. Then ask them what is funny about this cartoon. Help them to answer, we usually think of people, not dogs, singing along with a band.

Step Ⅴ Summary

Say, In this class, we’ve received some vocabulary words presented in this unit.

And we’ve also made up sentences using these words. Another thing we’ve done is that we have written a reply email.

Step Ⅵ Homework

(1) Review all the language points in this unit.

(2) Finish off the exercises on pages 234 25 of the workbook.

Step Ⅶ Blackboard Design(板书设计)

4. We love having a good rest at home on Sunday.

3. They are looking for a nice cinema to see a film.

2. Tom can’t stand the hot weather.

1. The girl reminds him of his daughter.

Step Ⅰ Revision

(1) Check the homework. First let the students show their rewritten reviews to see if they have finished it.

Second, dictate these words: entertainment, feature, wife, photography, exhibition, suggest, energy.

(2) Revise the three reviews in Activity 3a by asking some questions.

(3) Let the children read the three reviews aloud. After a while, ask several to read them to the class. Correct any pronunciation errors if necessary. After that let them read the passages by themselves again.

Step Ⅱ Part 1

This activity provides a comprehension review of vocabulary presented in this unit.

Focus attention on the box. Invite a student to read the vocabulary words at the top. You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.

Ask students to fill in the blanks on their own. Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their work.

Answers

1. prefer 2. reminds 3. looking for 4. love 5. can’t stand

Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Along with the students help correct the mistakes.

Suggested answers

Just the blackboard

2. Teaching by asking questions.

1. Teaching by making sentences.

2. Reply the email.